We have focused on the text itself-on its codes and its relationship to other

texts. We have thus ignored the links in both directions of the communica­

tion chain to the writer (sender) and the reader (recipient). However, in con­

temporary children’s literature these links are steadily growing more com­

plex, which leads us once again to the question of realism in children’s books.

It is only and exclusively the relation between the writer’s reality, the reality

of the text (the fictitious reality) and the reader’s reality that can serve as a